Policies and Practices of Human Rights Education at Higher Education Institutions in Sindh
DOI:
https://doi.org/10.55737/qjssh.531479453Keywords:
Human Rights Education (HRE), Policies, Practices, Education , Institutions, SindhAbstract
The research study was conducted with the purpose of finding the policies and practices of human rights education within higher education institutions (HEIs) in Sindh, Pakistan. Utilizing a qualitative research approach, the investigation involved a multifaceted data collection process encompassing interviews, document analysis, and observational studies. By delving into the existing policies and actual practices of HRE implementation, the study intends to shed light on the current status of its integration across various dimensions, such as curricular frameworks, extracurricular activities, and institutional structures within HEIs in Sindh. Moreover, the research endeavors to elucidate the challenges encountered by stakeholders in the promotion of HRE and to identify effective strategies that facilitate its advancement. Through careful analysis and synthesis of findings, the study culminated in the provision of actionable recommendations aimed at bolstering the effectiveness and inclusivity of HRE initiatives. These recommendations address key areas such as policy refinement, teacher capacity building, optimized resource allocation, and enhanced community engagement. Ultimately, this research enriches the scholarly discourse on HRE within the Pakistani context while offering valuable insights to stakeholders, thus fostering a supportive environment for nurturing human rights awareness and advocacy within the higher education landscape of Sindh.
References
Al-Edwan, Z., S. M. (2010). Human rights principles in the social education textbooks of the elementary stage in Jordan. European Journal of Social Sciences, 15(2), 183-291. https://portal.arid.my/Publications/665f23df-95bd-4441-bc3a-d988a74839b5.pdf
Ali, S. S. (2000). Gender and human rights in Islam and international law: equal before Allah, unequal before man? The Hague: Boston: Kluwer Law International. https://wrap.warwick.ac.uk/71521/
Amnesty International. (2024, April 24). The State of the world’s human Rights: April 2024 - Amnesty International. https://www.amnesty.org/en/documents/pol10/7200/2024/en/
Aslan, C., & Karaman-Kepenekci, Y. (2008). Human Rights Education: A Comparison of Mother Tongue Textbooks in Turkey and France. Mediterranean Journal of Educational Studies, 13(1), 101–124. https://www.um.edu.mt/library/oar//handle/123456789/21742
Bromley, P. (2011). Multiculturalism and human rights in civic education: The case of British Columbia, Canada. Educational Research 53(2), 151–164. http://dx.doi.org/10.1080/00131881.2011.572363
Chaney, C. D., Lee-Johnson, N. M., Wooten, C. C., Doub, D. C., & Tilley, E. C. G. (2023). “The Hidden Figure of a Global Crime”: From Human Trafficking to Human Rights: Complexities and Pitfalls. In Deleted Journal (pp. 423–447). https://doi.org/10.1007/978-3-031-24896-2_21
Chattopadhyay, S. (2023). Envisioning the future of Indian higher education in the Post-COvId Era: challenges and possibilities. In India studies in business and economics (pp. 65–83). https://doi.org/10.1007/978-981-19-8680-2_5
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches. Sage Publications
Ezeibe, C. C., Iwuoha, V. C., Mbaigbo, N., Okafor, N. I., Uwaechia, O. G., Asiegbu, M. F., Ibenekwu, I. E., Uzodigwe, A., Dimonye, S., Mbah, P. O., Izueke, E., Udeoji, E., & Oguonu, C. (2022). From protection to repression: state containment of COVID-19 pandemic and human rights violations in Nigeria. Victims & Offenders, 19(2), 301–328. https://doi.org/10.1080/15564886.2022.2077494
Faria, C., & Dean, B. (2011). Young Pakistani Citizen’s Vision for Tomorrow. Journal of Research and Reflections, 5(1), 53–95. https://ue.edu.pk/jrre/articles/51004.pdf
Faruqui, A. (2014). The Army and Democracy: Military Politics in Pakistan. The RUSI Journal, 159(6), 75–76. https://doi.org/10.1080/03071847.2014.990819
Gostin, L. O., Friedman, E. A., Hossain, S., Mukherjee, J., Zia-Zarifi, S., Clinton, C., Rugege, U., Buss, P., Were, M., & Dhai, A. (2022). Human rights and the COVID-19 pandemic: a retrospective and prospective analysis. The Lancet, 401(10371). https://doi.org/10.1016/s0140-6736(22)01278-8
Government of Pakistan. (2012). Human Rights Report 2012. Government of Pakistan.
Gul, S. (2018, December 19). Human rights education for a vision. The Daily Times. https://dailytimes.com.pk/334838/human-rights-education-for-avision/
Hannum, H., Anaya, S. J., Shelton, D. L., & Celorio, R. (2023). International human rights: problems of law, policy, and practice. Aspen Publishing.
Hina, K. B., Ajmal, M., Rahman, F., & Jumani, N. B. (2011). State of Citizenship Education: A Case Study from Pakistan. International Journal of Humanities and Social Science. http://www.ijhssnet.com/journals/Vol._1_No._2;_February_2011/4.pdf
Human Rights Commission of Pakistan. (2023). (HRCP), Annual Report 2022, state of human rights in 2023 https://hrcp-web.org/hrcpweb/wp-content/uploads/2020/09/2024-State-of-human-rights-in-2023-EN.pdf.
Human Rights Watch. (2024). World Report 2024. https://www.hrw.org/worldreport/2024
Iqbal, N. (2005). Peace and Human Rights Education: Pakistan Experience. Human Rights Education in Asian Schools, Volume VIII, Osaka, Asia-Pacific Human Rights Information Center. https://www.hurights.or.jp/archives/pdf/asia-s-ed/v08/03PakistanExperience.pdf
Kasa, T., Karilainen, L., Rajala, A., Cantell, H., & Kallioniemi, A. (2023). Finnish UNESCO school educators’ understanding of global citizenship education: Analysis through typologies, ecosocial understanding, and human rights. Prospects, 53(3), 459-476. http://dx.doi.org/10.1007/s11125-021-09597-z
Kester, K. (2023). Global citizenship education and peace education: toward a postcritical praxis. Educational Philosophy and Theory, 55(1), 45-56. http://dx.doi.org/10.1080/00131857.2022.2040483
Kim, E., & Coonan, T. (2023). Advancing Sustainability Education through a Cross-Disciplinary Online Course: Sustainability and Human Rights in the Business World. Sustainability, 15(6), 4759. http://dx.doi.org/10.3390/su15064759
Mahdanian, A. A., Laporta, M., Drew Bold, N., Funk, M., & Puras, D. (2023). Human rights in mental healthcare; A review of current global situation. International Review of Psychiatry, 35(2), 1-13. http://dx.doi.org/10.1080/09540261.2022.2027348
Mallon, B., Waldron, F., & Cassaithe, C. N. (2023). Human Rights Education: A Beacon of Hope in Times of Crisis?. In Pushing the Boundaries of Human Rights Education (pp. 1-12). Routledge.
Mishra, P., Shastri, S. J., & Kasarla, S. (2023). Value education and national education policy 2020. AG Publishing House (Agph Books).
Naeem, M., Gul, F., Asghar, Z., & Zafar, N. (2019). Human rights education in pre-service teacher education-Pakistan. UMT Education Review, 2(1), 39–61. https://journals.umt.edu.pk/index.php/uer/article/view/156.
Nieman, J. A., & Hammond, D. B. (2023). Establishing an Integrated Curriculum to Improve Patient Safety and Quality Care. Journal of Physician Assistant Education, 34(1), 80–82. https://doi.org/10.1097/jpa.0000000000000490
Nugroho, D. A., Rahman, A., Marzuki, M., Afriani, R., & Aniati, A. (2024). Educational Innovations For Gender Equality: Uses Of Technology And New Approxes. International Journal Of Society Reviews, 2(2), 487-494. https://injoser.joln.org/index.php/123/article/view/81
Osler, A., & Starkey, H. (2017). Teacher education and human rights. New York: Routledge. https://www.routledge.com/Teacher-Education-and-Human-Rights/Osler-Starkey/p/book/9781138504226
Pustorino, P. (2023). Introduction to international human rights law. Springer Nature.
Quinn, G., Degener, T., Bruce, A., Burke, C., Castellino, J., Kenna, P., …Kilkelly, U. (2014). The current use and future potential of United Nations human rights instruments in the context of disability. Geneva: United Nations Press.
Ridwan, M., & Suhar, A. M. (2023). Ideal Formulation of Human Rights Regulation in Indonesia. Ilomata International Journal of Social Science, 4(4), 537-547. https://doi.org/10.52728/ijss.v4i4.814
Sadruddin, M. M. (2019). Munir’s Socioecoethical Model (MSEEM) of Human Rights Education. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3755005
Sadruddin, M. M., & Douglass, J. (2018). Exploring elements of human rights in educational policies at the higher education level, and identifying the challenges faced by higher education to promote human rights values: a case of Pakistan and USA. Social Science Research Network. 2(1), https://doi.org/10.2139/ssrn.3308573
Seker, G., & Topsakal, C. (2011). The Level of Ability to Adopt and Apply Organizational Democracy to Primary Schools According to Perceptions of Teachers and Administrators. Educational Sciences: Theory and Practice, 11(3), 1222-1227. https://files.eric.ed.gov/fulltext/EJ936307.pdf
Shar, N. H. (2024, January 28). Global Citizenship Education in Government Secondary Schools: A case study of government secondary schools in northern Sindh. Discovery.ucl.ac.uk. https://discovery.ucl.ac.uk/id/eprint/10185727/
Shiao, Y. C., Lu, Z. Y. J., Fu, C. P., Lin, J. Y., Chang, Y. W., Chen, W. T., & Wang, C. C. (2023). A novel curriculum for the Same-Sex Marriage Act and Patient Right to Autonomy Act (SMPRA) module based on two new laws in Taiwan: a mixed-methods study. BMC medical education, 23(1), 91. http://dx.doi.org/10.1186/s12909-023-04076-9
Shuttleworth, M. B. (2008). Human rights education: a phenomenological explication. A doctoral thesis submitted. Fielding graduate university. Dissertation Abstracts International.
Struthers, A. E.C. (2015). Human rights education: Educating about, through and for human rights. The International Journal of Human Rights, 19(1), 53–73. https://doi.org/10.1080/13642987.2014.986652
Tarrow, N. B. (Ed.). (2014). Human Rights & Education. Oxford: Pergamon Press.
Temperman, J. (2017). The Right to Neutral Governance, Religion, the State & the Question of Human Rights Compliance. The Journal of Human Rights, 12(2), 17-38. https://humanrights.mofidu.ac.ir/article_33261_90e0991229d7003c5e26afdbb47bcffc.pdf
The Higher Education Commission of Pakistan, Graduate Education Policy. (2023). https://www.hec.gov.pk/english/services/faculty/Plagiarism/Documents/Graduate-Education-Policy.pdf
Tibbitts, F. (1996). On human dignity: A renewed call for human rights education. Social Education, 60(7), 428-431.
Tibbitts, F. L. (2017). Revisiting ‘Emerging Models of Human Rights Education’. International Journal of Human Rights Education, 1(1), 1-24. https://repository.usfca.edu/ijhre/vol/iss1/2
Tibbitts, F., & Keet, A. (Eds.). (2023). Emancipatory Human Rights and the University: Promoting Social Justice in Higher Education. Taylor & Francis.
UDHR. (2017). Universal Declaration of Human Rights (UDHR). http://udhr.org/UDHR/default.htm
UNESCO. (2020). Cracking the Code: Girls' and Women's Education in STEM. United Nations Educational, Scientific and Cultural Organization
United Nations Development Program. (2019). Human Development Report 2019. http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/PAK.pdf.
United Nations. (2022a). United Nations General Assembly Resolution 49/184. United Nations Decade for Human Rights Education. http://www.undocuments.net.a49r184.htm
Van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy. Routledge
Wu, Y. (2023). Data Governance and Human Rights: An Algorithm Discrimination Literature Review and Bibliometric Analysis. Journal of Humanities, Arts and Social Science, 7, 128-154. http://dx.doi.org/10.26855/jhass.2023.01.018
Published
Issue
Section
License
Copyright (c) 2024 Sarfraz Ahmad, Qurrat-ul -Ain, Komal Ammar, Maryam Raees Ahmed, Sofia Noreen Aqeel
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
